Level 3 of the UNI Secondary Teacher Education Professional Sequence-Evaluation

Within the UNI English Teaching major two pedagogy courses include field experience requirements. Teaching English requires the successful completion of a fourteen hour field experience focused on assessment, student conferencing and response to student work. After I have contacted you about this field experience and you have agreed to host the teacher candidate, it is the responsibility of the licensure candidate to work with you and establish a schedule for the field experience. Licensure candidates are expected to arrive for the field experience on time and inform the cooperating teacher if they are going to be absent.

It is the goal of the field experience for students to observe and participate in a secondary classroom with an English Language Arts teacher focusing on assessment and response activities. Licensure candidates are also required to interview the cooperating teacher about their approach to assessment, response and grading of student work. They are also required to participate in assessment activities as much as possible.

Students are asked to keep a journal of their observations for each class session they attend and complete a formal reflection paper on the completed experience. The journal entries should document the following:

The topic of the lesson observed

The goals the cooperating teacher had for the lesson

How the teacher assessed student achievement

This evaluation document is intended to be a collaborative effort between the UNI Licensure Candidate and the teacher who is supervising the Field Experience. Once the form is submitted the Summary of Professional Development Activities For Renewal Credit certificate will be issued to the Cooperating Teacher. Questions or concerns should be forwarded to:

The licensure candidate understands how students learn and develop and provides learning opportunities that support intellectual, career, social and personal development.

2. Diverse Learners: *

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The licensure candidate understands how students differ in their approaches to learning and creates instructional opportunities that are equitable and are adaptable to diverse learners.

3. Instructional Planning: *

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The licensure candidate plans instruction based upon knowledge of subject matter, students, the community, curriculum goals and state curriculum models.

4. Instructional Strategies: *

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The licensure candidate understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

5. Classroom Management: *

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The licensure candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

6. Communication: *

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The licensure candidate uses knowledge of effective verbal, nonverbal and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.

7. Assessment: *

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The licensure candidate understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social and physical development of the learner.

8. Foundations, Reflection, and Professional Development: *

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The licensure candidate continually evaluates the effects of the licensure candidate's choices and actions on students, parents, and other professionals in the learning community, and actively seeks out opportunities to grow professionally.

9. Collaboration, Ethics, and Relationships: *

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The licensure candidate fosters relationships with parents, school colleagues, and organizations in the larger community to support students' learning and development.

10. Technology Application: *

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The licensure candidate understands and uses technology to encourage students' development of critical thinking, problem solving, and performance skills.

11. Content/Subject Matter Knowledge: *

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The licensure candidate understands the central concepts, tools of inquiry and structure of the discipline(s); the licensure candidate teaches and creates learning experiences that make these aspects of subject matter meaningful for students.